Transcript Instructional Differentiation: No Need to Water it Down!

Instructional Differentiation: No Need
to Water Down Material!
Claudia Otto, Ph.D.
When a teacher tries to teach something
to the entire class at the same time,
“chances are, one-third of the kids
already know it; one-third will get it;
and the remaining third won’t. So,
two-thirds of the children are wasting
their time.”
Lillian Katz
Definition of Differentiation
Differentiated instruction involves
providing students with different avenues
to (1) acquiring content; (2)
processing, constructing, or making
sense of ideas; and (3) developing
teaching products so that all students
within a classroom can learn effectively,
regardless of differences in ability.
Special Education Strategy ???
• Not a Special Education Strategy
• It came after 1975
This is a Teaching Approach
Students Differ in…
• the ways they process and organize
information (brain function)
• The methods they prefer for learning
(learning styles)
• their interpersonal strengths (multiple
intelligences)
• the presence of learning and behavior
concerns (environmental dynamics)
Learning Styles
• Visual (eyes)
• Auditory (ears)
• Tactile (touch)
Learning through other senses helps
Multiple Intelligences
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Linguistic (word smart)
Logical-mathematical (number/reasoning smart)
Interpersonal (people smart)
Intrapersonal (self smart)
Naturalist (nature smart)
Visual (picture smart)
Spatial (location smart)
Bodily-Kinesthetic (body smart)
Musical (music smart)
Differentiated Instruction
• Provides students with multiple options for
learning and expression
• Does not change WHAT is taught
• Changes HOW it is taught
• Is the goal of matching teaching to student’s
learning needs to achieve maximum academic
growth
It is meeting individual student needs
Instruction begins when you, the teacher,
learn from the learner and put yourself
in his/her place so that you may
understand what he/she learns and the
way he/she understands it.
(Kierkegaard)
Elements of Differentiation
• Content Presentation
– how it is taught
• Presentation Process
– how it is done
• Content Product
– how to demonstrate knowledge
Presentation – how it is taught
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Teacher or Student Centered
Whole Class Instruction
Small Group Instruction
Cooperative Groups
Student Stations
Differentiating Content
In the CONTENT you teach, what is it that you
want all of your students to know?
– curriculum objectives & student readiness
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Varied Content Targets
Parallel Alternate Materials
Curriculum Compacting & Sequencing
Information Leveling & Scaffolding
Process - how it is done
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Lecture vs. Discussion Groups
Traditional Pencil Paper vs. Manipulatives
Didactic vs. Inquiry Based
Deductive vs. Inductive
Note-taking vs. Multimodal
Guided vs. Independent Learning Stations
Leveling: Chunking vs. Sequencing vs.
Scaffolding
Differentiating Process
How can each student best learn using PROCESSES
that are appropriate to his/her specific needs?
– learning preferences, interests & needs
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Multimodal Teaching with Discussion
Inquiry-Based, Inductive Learning
Manipulative Leveling Response
Inductive Questioning Strategies
Choice Opportunities with Learning Stations
Product – how to demonstrate
knowledge
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Traditional Assessments
Written Reports / Papers
Oral Reports/ Presentations
Power Point / Prezi Presentations
Digital / Online Projects
Art / Dramatic / Musical Projects
Differentiating Product
What student PRODUCT will most
effectively demonstrate what s/he has
learned?
• Learning Task Menus (e.g. written and
creative component)
• Leveled Tasks
• Assignment Format Options
Managing Information Strategies
• JIGSAW Reading Comprehension
• Mnemonics to aid memory
• SQP2RS Framework (survey, question, predict, reading,
responding, summarizing)
• GIST Summarization / MANIC Topic points
• Information Leveling & Scaffolding
• Metaphors & Analogies / Comparison & Contrast / Classifying /
Cause & Effect / Problem & Solution
• Nonlinguistic Representation / Advanced Organizers
• Question & Answer
• Sketch to Stretch
Managing Differentiation
• Decide what to teach
– content, standards, outcomes
• Pre-assess to determine existing
knowledge needs
• Create groups
– ability grouping
– cooperative grouping
Differentiation Preparation
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Materials
Directions
Noise Levels
Student Movement
Room Arrangement
Teacher Assistance
Monitoring of Students
Differentiation Expectations
• Establish Behavior Norms
• Train the Students
– explain
– model
• Build in Accountability
– groups of students
– individual students
• Assess and Reflect
Start Small
• Lay a foundation
• Add one component each semester
• Use examples from reality
Remember…
The teaching profession makes every
other profession possible.
Do not train children to learning by force
and harshness, but direct them to it by
what amuses their minds, so that you may
be better able to discover with accuracy
the peculiar bent of the genius of each.
Plato
Claudia Otto, Ph.D.
Disability Services Specialist, ODCTE
405-743-5596
[email protected]
Thank you !